Women in Engineering Education:  Five Strategies to Promote Women in Engineering Education

Nurul Azhani Yunus; Ibham Veza; Ihwan Ghazali

doi:10.56741/esl.v2i02.374

Authors

Nurul Azhani Yunus Universiti Teknologi PETRONAS https://orcid.org/0000-0003-3020-3549
Ibham Veza Universiti Teknologi PETRONAS https://orcid.org/0000-0002-1674-4798
Ihwan Ghazali
ihwan@utem.edu.my
Universiti Teknikal Malaysia https://orcid.org/0000-0002-2720-5028

Keywords:

Engineering Education, Engineering Curriculum, Engineering Pedagogy, Women

Abstract

The article explores diverse approaches to advancing women in engineering education, a crucial topic given the pervasive gender imbalance in this domain. The review emphasizes the implementation of educational modifications in the field of engineering with the objective of increasing its attractiveness to female students. These modifications include the incorporation of practical applications and interdisciplinary topics, as well as the utilization of active learning methodologies. The present article suggests the potential of the Maker Movement to promote gender equality in engineering education by highlighting its experiential and innovative pedagogical approach. This study emphasizes the importance of cultivating educational environments that are inclusive and supportive, as they are crucial in advancing gender diversity in engineering education. These learning environments promote participation and facilitate success, especially for female students, by fostering a sense of belonging, addressing unconscious bias, and establishing a hospitable physical setting. Additionally, the significance of introducing engineering concepts at an early stage of K-12 education is presented, arguing that this exposure has the potential to spark the interest of female students, challenge existing stereotypes, and influence their career goals. Finally, this mini review highlights the impact that mentorship can have on encouraging women to pursue careers in engineering. The provision of personalized guidance, assistance in navigating challenges, and demonstration of successful behaviors and attitudes by mentors and role models can greatly enhance the pursuit and persistence of women in engineering careers. In summary, this review article provides strategies for advancing women in engineering education, highlighting the need for a multifaceted approach in order to attain a more diverse and inclusive engineering labor force.

Downloads

Download data is not yet available.

Author Biographies

Nurul Azhani Yunus, Universiti Teknologi PETRONAS

is with Universiti Teknologi PETRONAS in Malaysia. She is a highly accomplished professional with expertise in the fields of Structural Engineering, Mechanical Engineering, and Materials Engineering. She specialized in the areas of Iron Ore, Material Characterization, Smart Materials, polymer composites, and Metal Matrix Composites. Her research interests also extend to the development and application of Smart Materials, Polymer Composites, and Metal Matrix Composites. These advanced materials have diverse applications across industries, including aerospace, automotive, and construction. With her dedication to research and development, she continues to make significant contributions to the field and remains committed to pushing the boundaries of knowledge and innovation. (email: azhani.yunus@utp.edu.my).

Ibham Veza, Universiti Teknologi PETRONAS

is a highly qualified professional in the field of Mechanical Engineering. He is with Universiti Teknologi PETRONAS, Malaysia. In 2007, he completed his Bachelor's degree in Mechanical Engineering at Institut Teknologi Bandung. He pursued a Master's degree in Mechanical Engineering at Universitas Pancasila in 2016. To further enhance his knowledge and contribute to cutting-edge research, he completed his Ph.D. in Mechanical Engineering at Universiti Teknologi Malaysia in 2021. Additionally, in 2022, Dr. Ibham Veza obtained an Engineering Profession certification in Mechanical Engineering from Universitas Gadjah Mada. His extensive educational background and qualifications make him a valuable asset in the field of Mechanical Engineering. As an esteemed academic and professional, he is actively involved in research and teaching within the Department of Mechanical Engineering. His expertise and experience make him a valuable resource for students and colleagues alike, fostering a collaborative and innovative learning environment. (email: ibham.veza@utp.edu.my).

Ihwan Ghazali, Universiti Teknikal Malaysia

is a distinguished expert in the field of Green Manufacturing, Industrial Engineering, and Sustainable Product Design. He is affiliated with the Faculty of Mechanical and Manufacturing Engineering at Universiti Teknikal Malaysia Melaka (UTeM), Malaysia. His expertise lies in implementing green manufacturing strategies, optimizing industrial processes to minimize environmental impact, and designing sustainable products that meet both functional and eco-friendly criteria. He actively engages in research and teaching activities, sharing his knowledge and experience with students and colleagues. He emphasizes the importance of considering environmental factors throughout the product development lifecycle, from material selection and manufacturing processes to end-of-life disposal. His contributions to the field of engineering and sustainability have made him a respected figure in academia and industry. His research findings and innovative solutions have the potential to transform traditional manufacturing practices into more sustainable and environmentally conscious approaches. (email: ihwan@utem.edu.my).

References

R. W. Bybee, "What is STEM education?," vol. 329, ed: American Association for the Advancement of Science, 2010, pp. 996-996.

M.-C. Shanahan, L. E. Carol-Ann Burke, and K. Francis, "Using a boundary object perspective to reconsider the meaning of STEM in a Canadian context," Canadian Journal of Science, Mathematics and Technology Education, vol. 16, pp. 129-139, 2016.

M. A. Takeuchi, P. Sengupta, M.-C. Shanahan, J. D. Adams, and M. Hachem, "Transdisciplinarity in STEM education: A critical review," Studies in Science Education, vol. 56, no. 2, pp. 213-253, 2020.

V. Wong, J. Dillon, and H. King, "STEM in England: meanings and motivations in the policy arena," International Journal of Science Education, vol. 38, no. 15, pp. 2346-2366, 2016.

T. J. Kennedy and M. R. Odell, "Engaging students in STEM education," Science Education International, vol. 25, no. 3, pp. 246-258, 2014.

W. Li and F.-K. Chiang, "Preservice teachers’ perceptions of STEAM education and attitudes toward STEAM disciplines and careers in China," Critical, transdisciplinary and embodied approaches in STEM education, pp. 83-100, 2019.

M.-H. Lee, C. S. Chai, and H.-Y. Hong, "STEM education in Asia Pacific: Challenges and development," vol. 28, ed: Springer, 2019, pp. 1-4.

M. Ainscow and A. Sandill, "Developing inclusive education systems: The role of organisational cultures and leadership," International journal of inclusive education, vol. 14, no. 4, pp. 401-416, 2010.

D. Bilimoria, S. Joy, and X. Liang, "Breaking barriers and creating inclusiveness: Lessons of organizational transformation to advance women faculty in academic science and engineering," Human Resource Management: Published in Cooperation with the School of Business Administration, the University of Michigan and in Alliance with the Society of Human Resources Management, vol. 47, no. 3, pp. 423-441, 2008.

C. B. Iturbe, L. L. Ochoa, M. J. Castello, and J. C. Pelayo, "Educating the engineer of 2020: Adapting engineering education to the new century," in INTED2009 Proceedings, 2009, pp. 1110-1121: IATED.

M. Svanström, F. J. Lozano‐García, and D. Rowe, "Learning outcomes for sustainable development in higher education," International Journal of Sustainability in Higher Education, 2008.

A. Keune, K. A. Peppler, and K. E. Wohlwend, "Recognition in makerspaces: Supporting opportunities for women to “make” a STEM career," Computers in Human Behavior, vol. 99, pp. 368-380, 2019.

K. Peppler, A. Keune, and N. Thompson, "Reclaiming traditionally feminine practices and materials for STEM learning through the modern maker movement," in Designing Constructionist Futures: MIT Press, 2020.

J. Eckhardt, C. Kaletka, B. Pelka, E. Unterfrauner, C. Voigt, and M. Zirngiebl, "Gender in the making: An empirical approach to understand gender relations in the maker movement," International Journal of Human-Computer Studies, vol. 145, p. 102548, 2021.

N. A. Mozahem, C. M. Ghanem, F. K. Hamieh, and R. E. Shoujaa, "Women in engineering: A qualitative investigation of the contextual support and barriers to their career choice," Women's Studies International Forum, vol. 74, pp. 127-136, 2019/05/01/ 2019.

A. S. Bix, Girls coming to tech!: A history of American engineering education for women. MIT Press, 2022.

L. J. Sax, M. Allison Kanny, J. A. Jacobs, H. Whang, D. S. Weintraub, and A. Hroch, "Understanding the changing dynamics of the gender gap in undergraduate engineering majors: 1971–2011," Research in Higher Education, vol. 57, pp. 570-600, 2016.

A. C. Barton, E. Tan, and D. Greenberg, "The makerspace movement: Sites of possibilities for equitable opportunities to engage underrepresented youth in STEM," Teachers College Record, vol. 119, no. 6, pp. 1-44, 2017.

Y. Kafai, D. Fields, and K. Searle, "Electronic textiles as disruptive designs: Supporting and challenging maker activities in schools," Harvard Educational Review, vol. 84, no. 4, pp. 532-556, 2014.

N. Pinkard, S. Erete, C. K. Martin, and M. McKinney de Royston, "Digital youth divas: Exploring narrative-driven curriculum to spark middle school girls’ interest in computational activities," Journal of the Learning Sciences, vol. 26, no. 3, pp. 477-516, 2017.

B. Buchholz, K. Shively, K. Peppler, and K. Wohlwend, "Hands on, hands off: Gendered access in crafting and electronics practices," Mind, Culture, and Activity, vol. 21, no. 4, pp. 278-297, 2014.

K. Peppler and D. Glosson, "Stitching circuits: Learning about circuitry through e-textile materials," Journal of Science Education and Technology, vol. 22, pp. 751-763, 2013.

T. Tseng, C. Bryant, and P. Blikstein, "Collaboration through documentation: automated capturing of tangible constructions to support engineering design," in Proceedings of the 10th international conference on interaction design and children, 2011, pp. 118-126.

M. A. Evans, M. Lopez, D. Maddox, T. Drape, and R. Duke, "Interest-driven learning among middle school youth in an out-of-school STEM studio," Journal of Science Education and Technology, vol. 23, pp. 624-640, 2014.

L. Martin and C. Dixon, "Making as a pathway to engineering and design," in Makeology: Routledge, 2016, pp. 183-195.

K. Sheridan, E. R. Halverson, B. Litts, L. Brahms, L. Jacobs-Priebe, and T. Owens, "Learning in the making: A comparative case study of three makerspaces," Harvard Educational Review, vol. 84, no. 4, pp. 505-531, 2014.

E. R. Halverson and K. Sheridan, "The maker movement in education," Harvard educational review, vol. 84, no. 4, pp. 495-504, 2014.

J. L.-H. Bowden, L. Tickle, and K. Naumann, "The four pillars of tertiary student engagement and success: a holistic measurement approach," Studies in Higher Education, vol. 46, no. 6, pp. 1207-1224, 2021.

L. S. Richman, M. Vandellen, and W. Wood, "How women cope: Being a numerical minority in a male‐dominated profession," Journal of social issues, vol. 67, no. 3, pp. 492-509, 2011.

L. Florian and J. Spratt, "Enacting inclusion: A framework for interrogating inclusive practice," European Journal of Special Needs Education, vol. 28, no. 2, pp. 119-135, 2013.

N. Dasgupta and J. G. Stout, "Girls and women in science, technology, engineering, and mathematics: STEMing the tide and broadening participation in STEM careers," Policy Insights from the Behavioral and Brain Sciences, vol. 1, no. 1, pp. 21-29, 2014.

T. C. Dennehy and N. Dasgupta, "Female peer mentors early in college increase women’s positive academic experiences and retention in engineering," Proceedings of the National Academy of Sciences, vol. 114, no. 23, pp. 5964-5969, 2017.

J. E. Jacobs, C. S. Chhin, and M. M. Bleeker, "Enduring links: Parents' expectations and their young adult children's gender-typed occupational choices," Educational Research and Evaluation, vol. 12, no. 4, pp. 395-407, 2006.